Group 9 Literature Matrix Edited

“Parents’ Socioeconomic Status and Vocabulary
Level of Students”
Group 1: Research Committee
Mary Joy D. Pequit Adviser: Mr. Renan O. Sale
Michelle L. Cañizares Editor: Mr. Cecilio Baay Jr.
Sheryl P. Jaso Statistician: Ms. Geraldine M. Ganub
Justine A. Curiba
No APA Citation Title Objective/ Research Participants/ Methodology Key Findings Conclusions Recommendations
. Questions Respondents
1 Arifin, A. Z., Relationship of This study aims to The subjects in Descriptive The results of the study Based on the presentation N/A
Azizah, F. R., Parents' Socio- determine the condition this study were Qualitative show that parents' of the results and
Putri, M., Afiah, Economic of the socioeconomic students who socioeconomic status has a discussion of the
N., Rohanah, R., Status to status of students’ were ranked from significant impact on relationship between
Rosaninda, R., & Student parents, the learning 1 to 5 in high academic achievement. parents' socio-economic
Holiah, I. (2023). Achievement achievement of high- grades, namely The higher a person's status and learning
Relationship of class students and to class IV and V MI social class, the more they achievement in high-class
Parents' Socio- determine the Al Washliyah are owned and valued in students at MI Al
Economic Status relationship between perbutulan society, so this Washliyah, it can be
to Student parents’ socioeconomic Cirebon differentiates the level of concluded that there is a
Achievement. status and student education between positive correlation
Journal of learning achievement. individuals. Economic between parents' social and
Education and factors play a role in this, economic status and
Teacher Training because the higher the students' academic
Innovation, 1(1), economy in a family, the performance. From the
53-59. more likely the individual is explanation above, it can
to have complete learning be seen that the
facilities. socioeconomic status of
parents has a significant
positive relationship with
student achievement. This
shows that the higher the
socio-economic status of
parents, the higher the
learning achievement of
students. Conversely, the
lower the socio-economic
status of parents, the lower
the impact on student
achievement.
2 Ariani, M. G., & The The present study The participants Quantitative The second research The purpose of this study N/A
Ghafournia, N. Relationship explores the probable for this study were question pertains to the was to investigate the types
(2016). The between Socio- relationship between 350 Iranian relationship between of beliefs of Iranian
Relationship Economic Iranian students’ postgraduate socioeconomic status and postgraduate students
between Socio- Status, General socioeconomic status, students of learning outcome. Table 8 regarding their learning of a
Economic Language general language Management, indicates the correlation foreign language. As well,
Status, General Learning learning outcome, and doing English between students’ outcome these beliefs and attitudes
Language Outcome, and their beliefs about courses at and their socioeconomic were compared with the
Learning Beliefs about language learning. Islamic Azad status, which suggest that effect of socioeconomic
Outcome, and Language University in there is a significant status on education.
Beliefs about Learning Concerning the Neyshabur relationship between social Overall, the results of this
Language mentioned points, the classes and students’ study suggest that the
Learning. research questions of outcome. Upper class got reasons participants study
International this study are formulated the best scores and lower a foreign language have
Education as the following: class got the lowest scores. more to do with
Studies, 9(2), 89- The findings regarding the socioeconomic status.
98. 1) Is there any relationship between Moreover, this trend
relationship socioeconomic status and becomes more pronounced
between outcome have showed that in upper class and upper
socioeconomic upper class students were middle class students,
status and more eager to study than whose success, failure, and
general lower class students. It motivation to learn a foreign
language means that learning and language are influenced
learning social status are correlated. nearly by social class. The
outcomes of The students from upper influence of socioeconomic
Iranian middle class show a status as a strong predictor
students? positive relationship with of students’ outcomes is
language learning and prevalent.
2) Is there any education. The
relationship performance of lower
between middle class students was
general not good, and also the
language performance of lower class
learning was the worst. It can be
outcomes of concluded that
Iranian students socioeconomic status
and their significantly affects
socioeconomic language achievement of
status? the students.
3 Chen, Q., Kong, Effects of Investigate the 2294 middle- Quantitative The results of the The results of this study Considering the direct
Y., Gao, W., & Socioeconomic relationship between school students in descriptive statistics are and those of Kim et al., effect of SES on reading
Mo, L. (2018). Status, Parent– family socioeconomic grades 8 from 11 shown in Table 2. We can 2018 mutually verify and ability, the government
Effects of Child status (SES) and schools in Beijing see that family SES, the support one another. Kim et should provide better
socioeconomic Relationship, children’s reading ability and Guangzhou parent–child relationship, al. (2018) drew on a survey conditions for promoting
status, parent– and Learning and learning motivation of 503 respondents and the academic success of
child relationship, Motivation on were all positively found that children from students by introducing
and learning Reading Ability correlated with reading poorer families performed a series of measures
motivation on ability. The reading scores better academically than such as increasing the
reading ability. of males were significantly those from wealthier investment in less
Frontiers in lower than those of families. Wealthier children developed areas,
psychology, 9, females. Thus, we were more likely than remitting the tuition of
348846. controlled for the gender poorer children to lack destitute families, and
factor in the following motivation. offering scholarships for
model test to decrease the specific families.
spurious effect. Here, we
conducted an independent- In the light of the indirect
samples T test to compare effect of SES on reading
the mean differences ability through the
between students from parent–child
Beijing and students from relationship, parents
Guangzhou on all should pay more
variables. No significant attention to family
differences (p > 0.05) were education. The
observed. education, occupation
and income of parents
cannot be changed in a
short time, but education
attitude and parent–child
relationships are
comparatively easy to
change. Parents should
provide support and
assistance to their
children’s academic life
through building a better
family atmosphere.
4 NAZILA, H. A This research is aimed The Population of Quantitative The last discussion is about 2. The result of students’ Considering the
(2022). A CORRELATION to find the answer to the this research was the correlation between English achievement in correlation between
CORRELATION BETWEEN following questions: 235 students in students' English seventh and eighth grades parents' socioeconomic
BETWEEN PARENTS' seventh grade achievement and parents' at SMP Negeri 1 Lembah status and students'
PARENTS’SOCI SOCIOECONO 1. How is the Parents' and 217 students socioeconomic status. The Melintang indicated that the English achievement,
OECONOMIC MIC STATUS Socioeconomic Status in the eighth finding indicates that a majority of students can be the researcher would
STATUS AND AND at the seventh and grade. correlation between categorized as good like to give some
STUDENTS’EN STUDENTS' eighth grades of SMP parents' socioeconomic scores. There are 43 suggestions as follows:
GLISH ENGLISH Negeri 1 Lembah status and students' students (61.2%) who have
ACHIEVEMENT. ACHIEVEMENT Melintang? English achievement was good scores. The result are 1. For the Teachers
2. How is students’ considered fair or strong based from student’s a. The teacher should
English achievement in enough. The research semester exam scores. know the socioeconomic
the seventh and eighth finding supports to finding 3. A correlation between status of students'
grades of SMP Negeri 1 of Henny Yulia, in which the parents' socioeconomic parents to see if there
Lembah Melintang result of Pearson Product status and students' are still students who
3. Is there any moment test revealed that English achievement at the have difficulty meeting
significant correlation there was correlation seventh and eighth grades the needs of learning
between parents' between parental economic of SMP Negeri 1 Lembah English.
socioeconomic status status and students' Melintang can be b. It is recommended for
and students' English English achievement. This categorized as fair teachers to find out the
achievement at the finding also supports Mila's correlation (0,434). It socioeconomic status of
seventh and eighth finding in which the result means, Ha was accepted students' parents.
grades of SMP Negeri 1 indicated that there was in and Ho was rejected and 2. For the Students
Lembah Melintang? moderate correlation there was significant a. Students should be
between students' English correlation between more open about the
achievement and their parents' socioeconomic difficulties of meeting
homework. But it also status and students' learning needs.
challenges the research English achievement. In b. Students should look
finding of Juliarli in which other words, parents' for opportunities to
the research of Kendal socioeconomic status has a equate learning facilities
correlation moment test fairly correlation with the with looking for
revealed that there is no students' English scholarships and
correlation between achievement. registering.
socioeconomic status and 3. For the Next
learning styles of students Researchers
in learning English. a. The results of this
research can guide
future research about
the correlation between
students' English
achievement and
parents’ socioeconomic
status.
b. Further researchers
are expected to be able
to examine the
socioeconomic status
and English
achievement in more
depth.
5 Labad, V. (2017). Students’ This study aimed to find The respondents Descriptive- Results revealed that those The study concluded that Future research should
Students’ Socioeconomic out whether secondary of the study were correlation students’ whose monthly those students’ whose replicate this study
socioeconomic Status, Depth of students’ socioeconomic the secondary research income is quite low, whose monthly income is quite choosing the qualitative
status, depth of Vocabulary status could have an students of one of design. parents are professionals, low, whose parents are research design so that
vocabulary Knowledge and effect on the depth of the public high or who have earned units in professionals, or who have the respondents could
knowledge and Reading their vocabulary schools of Davao college, and have less earned units in college, and freely expressed their
reading Comprehension knowledge and reading City. number of siblings in the have less number of opinions regarding how
comprehension. comprehension family performed better in siblings in the family they perform in school
www.academia.e performances. the two tests. The result of performed better in the two and how the program
du.https://www.a Specifically, the study the present study confirms tests. The implications of helped them.
cademia.edu/348 aimed to find answers to Hamid’s (2011) study. His the study point to the fact
93979/Students_ the following questions: study examined the that the 4Ps beneficiaries
Socioeconomic_ 1) What is the profile of relationships between are moderately helped in
Status_Depth_of the socioeconomic secondary school students’ terms of academic
_Vocabulary_Kn status of secondary family socioeconomic performance, specifically in
owledge_and_R students in terms of: (a) characteristics and their terms of reading
eading_Compreh parental education academic achievement in comprehension and depth
ension (father and mother), (b) English in a rural sub- of vocabulary knowledge. It
income, (c) number of district in Bangladesh. The could be argued that the
siblings, and (d) birth result revealed patterned result is not impressive;
order? relationships between the however, the program is
2) What is the level of students’ family income and just 8 years old. In the long
the students’ parental education and run when these student
performance in reading their academic beneficiaries finish their
comprehension and achievement in English. schooling the impact would
depth of vocabulary Students who had higher start to manifest. Among
knowledge? levels of parental education others, two conditions of
3) Are their significant and family income were the program are for the
differences in students’ more likely to obtain higher students to stay in school
performance in reading scores on the proficiency and stay healthy (this
comprehension and test as well as higher includes the mothers,
depth of vocabulary grades in English in the especially those who are
knowledge when Secondary School pregnant and are
grouped according to Certificate examination. breastfeeding) by regularly
their socioeconomic visiting the centers.
status in terms of: (a)
parental education
(father and mother), (b)
income, (c) number of
siblings, and (d) birth
order?
6 Asiegbu, C. E. RELATIONSHIP The main purpose of the The population of Quantitative The following findings Based on the findings the The major
(2018). BETWEEN THE study was to determine the study is emerged from the analysis. following conclusions were recommendation to this
Relationship SOCIOECONO the relationship between comprised of made, that the students study is that
between the MIC STATUS socioeconomic status of 2,452, junior 1. High socioeconomic from high parental Government should take
socioeconomic OF PARENTS parents and student's secondary three status of parents is highly socioeconomic class the children from low
status of parents AND academic achievement (J.S. III) students, and positively correlated to perform better academically socio-economic status
and academic ACADEMIC in Secondary Schools. while 100 student's academic than their counterparts in into consideration and
performance of PERFORMANC Specifically, the study students were achievements indicating low socioeconomic provide proper
students in E OF intends to: selected as the that it could be used to background. Students from maintenance of
Onitsha North STUDENTS IN sample size, explain student's academic middle socioeconomic infrastructures, also
Local ONITSHA 1. Determine the using simple achievements in school. background also receive school facilities should
Government NORTH LOCAL relationship between random sampling 2. Middle socioeconomic these conditions that be provided were
Area of Anambra GOVERNMENT high socio economic technique, from status of parents is enhance learning, but other necessary. Government
State. Educația AREA OF status of parents and five selected negatively correlated with factors must have propelled should try to implement
Plus, 19(1), 166- ANAMBRA student's academic schools out of the student's academic their success in their the Universal Basic
175. STATE achievement. eleven secondary achievements. In addition, academic. Students, from Education (U.B.E.) not
2. To find the level of schools in the the null hypothesis two low socioeconomic status just to be in theory.
academic achievement area. showed that this correlation perform lesser in Implementation of
of students whose is not significant, this comparison to their U.B.E, which specified
parents are in middle indicates that it could be counterparts in other that primary Education,
socioeconomic status? related student's academic socioeconomic status, but shall be tuition free,
3. Ascertain whether achievement but in only resiliency on the part of Universal and
students from low less than -0.09 percent of some students from this compulsory will go a
socioeconomic status most cases. class improves their long way in helping the
actually perform below 3. There was a moderate opportunities to achieve children from low socio-
expectation in their and positive correlation success in their academics. economic status to have
academic between low socio- access to basic
achievements. economic status of parents education.
Research Questions. and student's academic
The following research achievements. In addition,
questions are this correlation is
formulated to guide the significant. It indicates that
study; 1 What is the low socio-economic status
relationship between of parents can be
high socioeconomic moderately related to the
status of parents and academic achievements of
students academic students.
achievement? 4. It was also revealed from
2. What level of the t-test analysis of the
academic achievement relationship between high
do students, whose socio-economic status of
Parents are in middle parents and student's
socioeconomic status, academic achievements,
have? that there is a significant
3. How does low socio- relationship, hence, the
economic status of hypotheses was rejected.
parents affect their 5. From the t-test analysis
children's academic of the relationship between
achievements in middle socioeconomic
secondary schools. status of parents and
student's academic
achievement, there was no
significant relationship
between them; hence, the
hypothesis was accepted.
6. It was also revealed from
the t-test analysis of the
relationship between low
socioeconomic status of
parents and academic
achievements of students,
that there is a significant
relationship between them,
hence the hypothesis was
rejected.
7 Maguire, M. J., Vocabulary Here we investigate to Eighty-two Quantitative The goal of this project was Our findings indicate that N/A
Schneider, J. M., Knowledge what degree SES- children between to identify if SES was providing strategies for
Middleton, A. E., Mediates the related differences in the ages of 8 and related to word learning in children to better utilize
Ralph, Y., Lopez, Link between word learning from 15 participated. surrounding linguistic
grade school and to what
M., Ackerman, R. Socioeconomic linguistic context are Fourteen were context when learning a
A., & Abel, A. D. Status and mediated by vocabulary, removed for degree vocabulary, reading new word, such as trying to
(2018). Word Learning reading abilities, and parent’s failure to and working memory might form pictures of the context
Vocabulary in Grade working memory. report race (6), mediate that relationship. they are reading as they
knowledge School. ethnicity (1), We found that the read, may be more
mediates the link maternal relationship between SES beneficial for vocabulary
between education (3) or and word learning was growth than just increasing
socioeconomic failure to significantly mediated by a child’s vocabulary size.
status and word complete all tasks vocabulary, but not other We draw this conclusion
learning in grade (4), leaving 68 based on the fact that the
processes known to be
school. Journal participants in the words used in this task
of Experimental final analyses. related to word learning were well within the
Child and problematic for children children’s comprehension
Psychology, 166, from low SES homes: and production abilities.
679-695. reading (both The reason that vocabulary
comprehension and played such a strong role in
decoding) and working word learning is likely
attributed to the relationship
memory. These findings
between vocabulary size
provide new insights into and depth of word
why the vocabulary gap knowledge (Cain et al.,
between low and higher 2003; Weisleder & Fernald,
SES children continues to 2013). When children have
grow throughout grade a deeper knowledge of
school and what strategies words in context, they can
integrate new semantic
may be effective for
information into a deeper
interventions. web of information to better
predict what will come next.
When encountering an
unfamiliar word, this
predictive information helps
in meaning identification.
We suspect that children
from low SES homes have
difficulties consolidating
information related to
known words to build a
robust semantic
representation that helps
them determine an
unknown word’s meaning.
8 Kung, H. Y. The The present study A total of 363 Qualitative The finding of the present The results indicated that N/A
(2016). The Relationships addresses the following eighth grade study contributed to the Taiwanese parents had
relationships among Parents’ questions: (1) What students clarification that parents’ high expectations, stress
among parents’ Socioeconomic types of parental participated in the socioeconomic status academic pressure, and
socioeconomic Status, Parental involvement have been survey influences children’s were willing to make
status, parental Involvement and found to promote questionnaire. academic achievement sacrifices for their children’s
Involvement and Academic Taiwanese children’s The overall both directly and indirectly education. Among the
academic Achievement in school success? (2) sample comprised via the mediating effects of various types of parental
achievement in Taiwanese Among the various 190 boys parental involvement. An involvement, parental
Taiwanese Middle School types of parental (52.34%) and 173 interesting finding encouragement/psychologi
middle school Students involvement, which one girls (47.66%), concerned the only non- cal support was found to be
students. Journal is the most important in with a mean age significant mediator, that is, the most significant
of Education and promoting Taiwanese of 13.48 years that of parental pressure. It indicator. Parents’
Human children’s school and a standard was revealed that parents’ socioeconomic status has
Development, success? (3) Does deviation of 0.88 SES did not affect the an indirect effect on
5(4), 177-186. parents’ socioeconomic years. amount of pressure they children’s academic
status influence parental put on their children. achievement through the
involvement and mediating effects of
subsequently facilitate parental involvement, and
students’ academic has direct influence on
achievement for children’s academic
Taiwanese eighth achievement.
graders? Briefly, do the
mediating effects of
parental involvement
exist?
9 Kesmez, A. EFL The aim of this study 430 preparatory Mixed method The first research question As the main aim of this N/A
(2021). EFL STUDENTS’ was to discover whether class students design aimed to find out the VLSs study was to determine the
STUDENTS’VO VOCABULARY teaching vocabulary to participated in this used by preparatory class effect of VLSs on students’
CABULARY LEARNING preparatory class study in total. 60 language learners both in vocabulary achievement, it
LEARNING STRATEGIES EFL learners in of the participants discovering and is discovered that teaching
STRATEGIES AND THE accordance with their engaged both in consolidating target words. vocabulary to students in
AND THE DIFFICULTIES VLSs would be effective. the first and the It can be commented that accordance with their VLSs
DIFFICULTIES FACED BY To accomplish this implementation students employ various enhanced students’
FACED BY THEM IN purpose, the first step phases of the types of VLSs in vocabulary vocabulary knowledge
THEM IN VOCABULARY was to determine the study while the learning. The reason why compared to using
VOCABULARY LEARNING types and frequency of rest of them participants highly prefer conventional vocabulary
LEARNING. VLSs that English participated only determination strategies teaching methods. Besides,
International preparatory class in the first phase. such as guessing the based on the findings of the
Journal of students use to discover The participants meaning of an unknown study, it can be concluded
Language the meaning of a new differed in terms word from its context or that while teaching
Academy, 9(1). word and to consolidate of gender and the using reference materials vocabulary, using various
the meaning of a universities they especially dictionaries may vocabulary teaching
learned-word. The were studying. be explained by the fact strategies can positively
second step was to These students that these types of VLSs affect learners' attitudes
identify students’ were selected as are practical, which towards learning target
perceptions and the participants provides students to find vocabulary.
attitudes towards because most of out the meaning on their
vocabulary and VLSs. them did not own. The findings also
Mainly, this study aims receive any VLSs revealed that the least
to find answers to the instruction in their commonly used VLSs were
following research previous social strategies such as
questions; educational life. asking the meaning of the
new word to teacher or
• Which VLSs do classmates and discovering
preparatory class EFL the meaning of the new
learners use in word through group work. A
discovering and possible explanation for this
consolidating target result may be students’ lack
vocabulary? of knowledge about group
• What are the learning strategies.
difficulties faced by
students in discovering
and consolidating
foreign language
vocabulary?
• Is teaching vocabulary
to preparatory class
students in accordance
with their VLSs or
teaching them by using
conventional vocabulary
teaching techniques
effective?
10 Wahyudin, A. Y., VOCABULARY This article aims at The samples of Quantitative This study reveals that the As this study aims at From this research, it
Pustika, R., & LEARNING investigating the this study were cognitive strategy is the investigating vocabulary can be seen that EFL
Simamora, M. W. STRATEGIES vocabulary learning chosen from most frequently strategy strategies encountered by learners learn
B. (2021). OF EFL strategies of EFL tertiary students used. The respondents use EFL learners at the tertiary vocabulary through
Vocabulary STUDENTS AT learners at tertiary level. who are not from new words in a sentence to level, some vocabulary several activities like
learning TERTIARY English remember them from time strategies have been listening to target
strategies of EFL LEVEL department to time. While the least revealed. The first strategy language songs,
students at students. 120 frequently strategy used is is cognitive strategies. watching English videos,
tertiary level. The non-English making a mental image to From this strategy, it can be and English TV
Journal of department remember the words. concluded that using new programs. From this
English Literacy students were words in a sentence to result, it is
Education: The chosen in this remember them is the most recommended for the
Teaching and research to used strategy by male and EFL teachers and
Learning of accommodate the female students. While the learners to do such fun
English as a objective of this least cognitive strategy activities to make
Foreign study, which is encountered by the students encounter
Language, 8(2), investigating respondents is making a vocabulary strategies.
101-112. vocabulary mental image to remember This research has some
learning it. weaknesses that can
strategies used by invite future researchers
EFL learners at or English practitioners
tertiary level. to work on this topic.
This research only
involves a small number
of respondents. It is
recommended for future
researchers to gather
more respondents and
go deeper in discussing
the vocabulary
strategies used by
language learners.
11 Kapinga, O. S. The Impact of The overall aim of this The sample of the Qualitative The study found that Based on the result of the The study recommends
(2014). The Parental study was to assess the study was drawn majority of the students analysis, it was discovered that the government
impact of Socioeconomic impact of parental from three from the selected that parents’ SES has a should review the policy
parental Status on socioeconomic status on secondary secondary schools are from significant relationship of cost sharing and
socioeconomic Students’ students’ academic schools namely low SES. The study between parent’s SES and make it free too-level
status on Academic achievement in Lugalo, Highlands established that there is a family type on female students especially to
students’ Achievement in secondary schools. and Kwakilosa in close relationship between student’s school dropout in low SES students. In
academic Secondary 1.1.1 Specific Iringa SES and academic the study area. There is the addition, schools should
achievement in Schools in objectives Municipality. achievement. The study urgent need for both public have professional
secondary Tanzania 1.1.2 The specific further found that majority and private sector guidance and
schools in objectives of of the parents are not participation in the counsellors to help
Tanzania. this study were: involved in the learning of planning, provision, students with problems
International i. To assess their children as well as in implementing, supervision, to reduce the gap
Journal of the impact the school improvement monitoring and funding of between low and high
education, 6(4), of parents’ programmes. educational facilities within SES.
120. occupations the study area.
, income,
level of
education
and home
environment
on students’
academic
achievemen
t in
secondary
schools.
ii. To examine
the extent to
which
parental
involvement
in their
children’s
education
enhances
academic
achievemen
t in
secondary
schools.
1.1.3 Research
questions
The following research
questions guided this
study:
i. How does
parents’
occupation,
income,
level of
education
and home
environment
affect
students’
academic
achievemen
t in
secondary
schools?
ii. To what
extent does
parental
involvement
in education
of their
children
enhance
academic
achievemen
t
12 Aji, H. P. A., Students’ The aims of the The participants Qualitative From the finding above, the Based on the data analysis, The alternative solutions
Widodo, S., Problems in research were to in this research first problem of students in the following conclusions to overcome students’
Masykuri, E. S., Building up analyze the students’ were eighth grade building up English were: Students’ problems in problems in building up
& Nugraheni, I. I. English problems in building up students and the vocabulary during the building up English English vocabulary
(2023). Students’ Vocabulary English vocabulary and English teacher. COVID-19 pandemic could vocabulary during COVID- during COVID-19
Problems in the alternative solutions To select the be concluded from the low 19 pandemic were pandemic were
Building up to overcome students participants, the motivation of students in included: 1) having low included: 1) using
English problems in building up researcher chose learning English. The low motivation (81%) and dictionary to find out the
Vocabulary. English vocabulary VIII/A, which motivation of students was having low interest in meaning of various
Scripta: English during COVID-19 consisted of 32 caused by students who learning English (75%), 2) kinds of English
Department pandemic at the eighth students to were not interested in lazy in memorizing English vocabulary that they did
Journal, 10(1), grade of SMP Negeri 3 answer the learning English because words (84%), 3) did not not know (84%) as the
44-58. Kepil. questionnaire. they thought English was understand about grammar main solution, 2)
This was based very difficult to learn, (91%) and did not learning with friends to
on the including word translation, understand the meaning of increase their motivation
consideration of grammatical structure, and various kinds of English and to handle their
the English pronunciation. vocabulary (84%), 4) did facilities that unfulfilled
teacher, because not understand about the in learning English
the class had the pronunciation of English vocabulary (78%), 3)
highest problem words (91%), 5) have no making a note to make it
in terms of sufficient learning facilities easier for l them to
building up in English online learning memorize the English
English (internet connection) (97%) vocabulary (68%), 4)
vocabulary during as the main problem. searching in the internet
the COVID-19 to find various
pandemic. information about
grammar, the meaning
of a word in English, and
also how to pronounce
words in English (59%),
5) listening to English
music to acquire new
English vocabulary and
also to practice their
English pronunciation
for the better (75%).
13 Rohmatillah, R. A STUDY ON The objectives of the Students of the Qualitative The findings showed that This study revealed that N/A
(2017). A STUDENTS’ research entitled “A first semester of the students still faced the problems or difficulties
STUDY ON DIFFICULTIES Study on Students‟ English Education problems or difficulties in faced by the students in
STUDENTS’DIF IN LEARNING Difficulties in Learning Department at vocabulary learning. Kinds vocabulary learning were
FICULTIES IN VOCABULARY Vocabulary” were to find IAIN who took of difficulties faced by various. The difficulties
LEARNING out kinds and factors of vocabulary class. students in vocabulary faced by the students were
VOCABULARY. students‟ difficulties in learning were various. almost all of the students
English learning vocabulary. Kinds of difficulties faced by have difficulties in
Education: jurnal the students were (1) pronouncing the words,
tadris bahasa almost all of the students how to write and spell, the
Inggris, 6(1), 75- have difficulties in different grammatical form
93. pronouncing the words, (2) of a word known as
how to write and spell, (3) inflections was one of
the different grammatical causes of students
form of a word known as difficulties in learning
inflections was one of vocabulary. In addition, the
causes of students students found difficulties in
difficulties in learning choosing the appropriate
vocabulary. meaning of the words and
also still confuse in using
the word based on the
context. The last, the
students are also still
confuse when they found
words or expression that
are idiomatic. There were
some factors that caused
students‟ difficulties in
learning vocabulary (1) the
written form is different
from the spoken form in
English, (2) The number of
words that students need to
learn is exceedingly large,
(3) the limitations of
sources of information
about words, (4) The
complexity of word
knowledge. Knowing a
words involves much more
than knowing its dictionary
definition, (5) causes of
lack of understanding of
grammatical of the words,
(6) the incorrect
pronunciation is often
caused by the lack of
sound similarity between
English and the students‟
native language.
14 Mariëlle J.L. Predicting ethnic In this study, we Data for the Quantitative In our correlational The results of the current Across SES groups,
Prevoo, Maike minority examine to what extent current study analyses we found that study showed that mothers advising parents to read
Malda, Judi children’s the relation between were collected SES correlated positively in families with a higher with their children can
Mesman, vocabulary from SES and vocabulary in from ethnic with overall frequency of SES spoke more Dutch have a positive effect for
Rosanneke A.G. socioeconomic both ethnic and host Turkish mothers reading by mother and the than Turkish to their child, the host as well as the
Emmen, Nihal status, home language of six-year-old in the Netherlands overall number of children’s that these families provided ethnic language, given
Yeniad, Marinus language and Turkish-Dutch children with their five- or books in the home, which is more Dutch reading input the positive correlations
H. van reading input: is mediated by the six-year-old in line with previous and that their children had between reading input
IJzendoorn, Different language and reading children, who research (Leseman & Van a larger Dutch vocabulary. and vocabulary within
Mariëlle Linting pathways for input in either language. were about to den Boom, 1999; Kalia & Maternal language use each of the languages.
(2014) Journal of host and ethnic make the Reese, 2009; Hindman & partially mediated the effect In light of the children’s
Child Language, language transition to Morrison, 2012). of the families’ SES on transition to formal
41, 963-984. formal reading Conversely, we found that Dutch reading input, which reading education, extra
education. The SES did not correlate was in turn related to Dutch attention should be paid
sample consisted significantly with the vocabulary. Maternal to children from low-
of 111 ethnic relative use of the ethnic language use also SES families, because
Turkish mothers language for any of the mediated the effect of SES the generally limited
and their children. reading activities. Turkish on Turkish reading input. reading input in the host
vocabulary correlated Children had a larger language that they are
positively with the language Turkish vocabulary if exposed to at home can
of reading by father. In mothers spoke more put them at risk for
other words, if fathers used Turkish compared to Dutch slower host language
more Turkish than Dutch for with them. vocabulary development
reading at home, the child’s and as a result also
Turkish vocabulary was endanger their reading
generally higher, regardless development.
of the amount of reading
with the father. Dutch
vocabulary, on the other
hand, correlated positively
with overall frequency of
reading by father and the
overall number of children’s
books.
15 Harji, M. B., Vocabulary The following research 120 first year Quantitative The results are presented, This study did not examine N/A
Balakrishnan, K., Levels and Size questions were undergraduates firstly, in terms of the correlation between the
Bhar, S. K., & of Malaysian addressed in this study: from three distributions of the scores students’ vocabulary
Letchumanan, K. Undergraduates 1) What are the first academic and secondly, in terms of knowledge and their
(2015). year undergraduates’ programs (40 descriptive statistics for academic performance,
Vocabulary level and size of participants each each research question. In and this could be treated as
Levels and Size vocabulary? from the answer to the first research one of the limitations of the
of Malaysian 2) Is there a difference Management, question: ‘What are the first study. Hence, future
Undergraduates. in the levels and sizes of Law and year undergraduates’ levels research could examine
English the undergraduates’ Information and sizes of vocabulary?’ this correlation for better
Language vocabulary by gender? Technology the results in Table 3 show teaching and learning
Teaching, 8(9), 3) Is there a difference programs) at a that the majority of the practices. Another limitation
119-130. in levels and sizes of private university undergraduates has not is that the research was
undergraduates’ in Malaysia acquired the level and size conducted at only one
vocabulary by participated in this of vocabulary deemed at private institution, thus the
programs? study. UWL. The test scores, in results may not reflect the
4) Is there a difference answer to the second general vocabulary
in levels and sizes of research question: ‘Is there knowledge of
undergraduates’ a difference in the levels undergraduates in
vocabulary by gender and sizes of the Malaysia. Therefore, a
and programs? undergraduates by the larger scale study can be
gender?’ show that there is carried out among both
no obvious difference in the public and private
vocabulary levels and size universities to gauge the
between the genders for all undergraduates’ vocabulary
levels. Table 5 presents the knowledge in order to
students’ vocabulary levels enhance language
and size by gender. proficiency, which is linked
to developing human
capital, entrepreneurship
and graduate employability.
16 van der Kleij, Tracking In this study, the 296 children (58% Quantitative The results were The findings underpin three N/A
S.W., Burgess, vocabulary and following questions were girls) who were presented, firstly, the key conclusions. First,
A.P., Ricketts, J., reader growth in addressed: part of a larger Everyday Vocabulary there is significant growth
& Shapiro, L. R. children from ongoing included a fixed effect for between 10 and 13 years of
(2022). Tracking lower and higher 1. Does growth in longitudinal study each phase, demonstrating age in all measures,
vocabulary and socioeconomic vocabulary, word examining significant growth in including word reading.
reader growth in backgrounds reading and reading reading between each time point. Second, the distinct
children from during the comprehension between development from The final model for trajectories for different
lower and higher transition from 10 to 13 years differ for school entry. Curriculum Vocabulary only types of vocabulary
socioeconomic primary to children from higher and included significant fixed observed add weight to
backgrounds secondary lower SES effects for phase 1 and 3, arguments that vocabulary
during the education backgrounds? but not for phases 2 and 4. knowledge is not a unitary
transition from Thus, there was significant construct and reinforce the
primary to 2. How does the growth during the school importance of using
secondary primary-secondary year, but not over the multiple measures to
education. Child school transition affect summer holidays. Both capture vocabulary
Development. growth in vocabulary models included a fixed development. Third, SES-
Volume 94, Issue and reading in children effect for SES, indicating related differences in
1. from higher and lower that children from higher vocabulary and reading are
SES backgrounds? SES backgrounds overall maintained over the course
showed higher vocabulary of primary and early
scores than the lower SES secondary education, with
group. the exception of word
Secondly, the final models reading. Importantly,
for word reading and non- however, there was
word reading included fixed substantial overlap
effects for all phases, between groups and gaps
indicating significant growth between children from
in word level reading lower and higher SES
between each time point. backgrounds did not widen,
Only the model for non- and were not exacerbated
word reading included a by the school transition.
fixed effects for SES,
indicating that children from
higher backgrounds overall
showed higher non-word
reading scores than the
lower SES groups.
Lastly, the results for
Reading comprehension
were more in line with the
curriculum vocabulary
model. Thus, there was
significant growth during
the first year of secondary
school, but not during the
summer holidays. It also
included a significant main
effect of SES, but no
interactions between SES
and the four phases.
Children from higher SES
backgrounds overall
showed higher reading
comprehension scores than
the lower SES group, and
this did not change over
time.
17 Cortes, F. D. Socioeconomic The study assessed the Grade 10 Quantitative The study shows and The study draws the It is recommended to
(2022). Status and socioeconomic status students among elicited the following following conclusions: take advantage of the
Socioeconomic English and English vocabulary public secondary findings: results of this study and
Status and Vocabulary skills among Grade 10 schools of Rizal I 1. The mother’s education use it as a stepping
English Skills of learners of public District, Division 1. Out of 168 participants, level and vocabulary were stone to another study
Vocabulary Skills Students secondary schools of of Dinagat as to sex, 87 were male partially transferred to the or duplication that
of Students. Rizal I District, Division Islands. and 81 were female; as to child’s vocabulary. includes some factors
Scribd. of Dinagat Islands. parents educational that are not included in
attainment, some of the 2. The vocabulary the current study.
parents were in the lowest relationship between the
education level; as to student and the mother is
occupation, only a small assumed to be interrelated.
number of parents
participants achieved 3. Mother’s vocabulary
professional qualifications; input at home contributes to
as to joint income, many of the child’s vocabulary
the participants parents had knowledge, as in most
a combined monthly families the mother takes
income of 12, 082 and the main care and generally
below. teachers the child more
vocabulary than the father.
2. The level of students They are also an important
vocabulary skills in terms of resource for maintaining
lexical meaning is (M= vocabulary. When the
8.37); word structure is (M= mother is competent, she
8.79); and word relation is can provide better input to
(M= 6.09) where three her children.
vocabulary skills test
results belong to the ‘did 4. Levels of stimulation are
not meet expectation’ level. provide at home, where
these factors influence
3. The socioeconomic students’ vocabulary skills.
status of students in terms Reading and exploring
of sex and mother’s interactive contexts
educational attainment employing with home
significantly contribute; intervention improve
however, father’s vocabulary directly and
educational attainment and indirectly. Since home
monthly income did not intervention can develop
significantly contribute to student’s vocabulary
the vocabulary skills of performance by knowing
students in terms of lexical which words are used and
meaning. what support adults can
provide correctly when
students encounter
unfamiliar words.
18 Vadivel, B., The Impact of 1. How the low 50 random Quantitative It was found in the research It was seen that the It was suggested that
Alam, S., Nikpoo, Low socioeconomic participants from that parental income has a educational achievements future studies may
I., & Ajanil, B. Socioeconomic background of a child three different big role to play in children’s of children are determined compare the attitudes
(2023, January Background on impacts his/her regions namely, educational achievements. by the socioeconomic toward education of
3). The Impact of a Child’s educational Germany, India, Low socioeconomic background of the parents. individuals in different
Low Educational achievements? and Nigeria children perform poorly in The reasons why parents age groups or income
Socioeconomic Achievements academics. They are at a do not want their children to levels, or they may
Background on a 2. How does low disadvantage position when go for higher education are utilize an appropriate
Child’s education impact a they start schooling than poverty and widespread technique with age and
Educational child’s psychology? their peers. Apart from unemployment among social status clearly
Achievements. income, other factors that educated youth. indicated.
Education hampered children’s
Research educational achievements
International. are poorer physical and
mental health of the
parents, less or no
attachment between the
child and the parents,
household chaos, harsh
discipline, etc.
19 Munir, J., Faiza, The Impact of 1. To examine the 300 participants Quantitative The first table presents the Students from wealthier N/A
M., Jamal, B., Socioeconomic relationship between were selected correlation between families routinely
Daud, S., & Status on socioeconomic status from different socioeconomic status and outperform their less
Iqbal, K. (2023). Academic (SES) and academic socioeconomic academic achievement. privileged classmates in
The Impact of Achievement achievement. backgrounds, The data indicates that school, as has been shown
Socioeconomic encompassing there is a positive over and over again in
Status on 2. To explore the varying income correlation, suggesting that studies. Nonetheless, it is
Academic mechanisms through levels, parental as the socioeconomic critical to recognize that
Achievement. which Socioeconomic education, and status increases from low to students’ family incomes
Journal of Social status affects academic occupation. high, the average academic should not be used as a
Sciences achievement. achievement also tends to proxy for their academic
Review, 3(2), increase. Students from performance. There are
695-705. 3. To analyze the role of higher socioeconomic students from low
different dimensions of backgrounds tend to have socioeconomic
socioeconomic status on higher academic backgrounds who defy the
academic achievement. achievement compared to odds and excel
those from middle or low academically, while some
4. To investigate socioeconomic students from high
potential mediators and backgrounds. Table 2 socioeconomic
moderators of the displays the average backgrounds face
socioeconomic status- academic achievement of challenges in their
academic achievement students based on their educational journey.
relationship. socioeconomic status. It
indicates that students from
higher socioeconomic
backgrounds tend to have
higher average academic
achievements compared to
those from middle or low
socioeconomic
backgrounds. Table 3
indicates that students from
backgrounds have a higher
proportion of excellent
grades (A) compared to
those from middle or low
socioeconomic
suggests that students from
backgrounds tend to
achieve higher test scores
compared to those from
middle or low
socioeconomic
suggests that students from
backgrounds have a higher
participation rate in
extracurricular activities
compare to those from
middle or low
socioeconomic
backgrounds.
20 Bhat, M. A., Effect of Socio 1. To see the 120 secondary Quantitative The mean, S.D and M.D of The study concluded that N/A
Joshi, J.M., & Economic relationship between the school students high and low socioeconomic status is the
Wani, I.A. (2016, Status on socioeconomic status of selected through socioeconomic status in significant factors in
September 25). Academic the parents and the random sampling respect to academic academic achievement.
Effect of Socio Performance of academic performance technique from 12 achievement of students
Economic Status Secondary of their children’s. higher secondary (shown in table-1) was
on Academic School Students 2. To find out the effect schools on found [(M= 67.52, 58.16),
Performance of of socioeconomic status different (S.D=16.86, 16.99)
Secondary on the academic educational zones And (M.D=9.39)]
School Students. performance of of Ganderbal respectively. The obtained
International secondary school District in J&K t-value (2.47/78) was found
Journal of Indian students. State. more than tabulation
Psychology. 3. To see the difference value at 0.05 (1.99) level of
Volume 3, Issue on academic significance. Thus our
4, No. 56. achievement of students findings suggests that
between high and low students with high
socioeconomic status. socioeconomic status have
4. To see the difference high academic
on academic achievement than students
achievement of students with low socioeconomic
between middle and low status on the basis of our
socioeconomic status. findings we can say our first
5. To see the difference hypothesis (There would be
on academic significant difference on
achievement of students achievement of students
between high and between high and low
middle socioeconomic socioeconomic status) is
status. accepted.
6. To suggest workable
recommendations for Our 2nd hypothesis (There
the enhancement of the would be significant
student’s academic difference on academic
performance. achievement of students
between middle and low
socioeconomic status.) is
rejected as the obtained t-
value (0.97/78) was found
insignificant at 0.05 (1.99)
level of significance. The
obtained mean scores of
students from the families
with middle socioeconomic
status was found (55.12)
which is less than mean
scores (58.16) of students
from the families with low
socioeconomic status.
Similarly the S.D and M.D
of the same group was
found [(S.D=16.86, 16.99)
and (M.D=9.39)]
respectively.
The final hypothesis of the

present study (There would
be significant difference on
academic achievement of
students between high and
middle socioeconomic
status.) is also accepted as
the obtained t-value
(3.99/78) was found
significant at 0.01 (2.63)
level of significance. The
obtained mean scores of
students belongs to high
socioeconomic status was
found (67.52) which is more
than mean scores (55.12)
of students belongs to
middle socioeconomic
family. Thus the results of
the present study reveal
that students with high
socioeconomic status have
high academic
achievement than students
with middle socioeconomic
status.
21 Mariam, A. S. Impact of The study is an attempt A random sample Mixed-method The results of the The data collected shows N/A
Arooj. F., Rabia, Parental to determine the impact of 200 students estimation show that father that the majority of the
N., & Abida, F. Socioeconomic of the socioeconomic from the Islamia and mother education has sample population
(2020, April 20). Status on status of parents on the University of a positive and significant belonged to the middle-
Impact of Academic academic record of Bahawalpur was impact on the academic income group. Regression
Parental Performance of students. selected to performance of the analysis conducted in the
Socioeconomic Students (a conduct this students at the university study suggests that the
Status on case study of study. The level. One year increase in parent's education affects
Academic Bahawalpur) selected students father year of schooling is their student's performance
Performance of were enrolled in associated with a 14% significantly. However,
Students (a case different BS increase in the GPA of the mother education is more
study of classes at the students. While on the vital for children's
Bahawalpur). university. other hand, a year increase performance in academics.
https://www.abac in mother education leads Moreover, strong family
ademies.org/artic to a 34% increase in background and a father's
les/impact-of- student's average income also impacts
parental- performance. The finding student performance
socioeconomic- shows that mother significantly. We have also
status-on- education has a stronger found that the parent's and
academic- influence on the students' personal
performance-of- performance of students perception about their
students-a-case- than the education of bright future leads to better
study-of- father. academic performance by
bahawalpur- the students. Public
9147.html Father income has also a education facilities also
positive and significant lead to higher achievement
impact on the academic rates of the students.
performance of the
students. Fathers with
higher incomes are found
to have a higher GPA of
their children. Moreover,
the perception and desire
of parents about their kid’s
future have also a positive
impact on their child's
performance. The finding
suggests that if parents
keep higher aims for their
child's career, the child is
expected to put more effort
into his studies and bring
better grades. Similarly, the
child's personal interest in
education has also affected
his performance positively.
In addition, if the student is
more concerned about his
future, he is expected to
bring better results. His
own future career
perception has a positive
impact on his academic
performance. Strong family
background (rich family)
also has a positive impact
on the academic
performance of the
students but the coefficient
is not significant in our
case. According to our
model results, family
background has positively
affected the dependent
variable.
22 Schneider, J.M., Vocabulary The first goal of this Two-hundred and Quantitative At the group level, children Although there is a great Future studies should
Abel, A.D., & knowledge and study is to take an forty school-aged from lower-SES homes deal of variability between adapt the demands of
Maguire, M.J. reading individual differences children (Mage = performed more poorly than children, vocabulary their word inferencing
(2022, June 11). comprehension approach to 137.73 months; their higher-SES peers on knowledge, reading tasks on the basis of
Vocabulary account for understanding SES- SDage =26.46 mon the inferring word meaning comprehension and word age.
knowledge and SES-differences related differences in ths; Range = 96– task; however, SES did not inferencing have been
reading in how school- how children infer the 191 months) explain a significant portion shown to differ across SES,
comprehension aged children meaning of novel words of unique variance in with strong, consistent
account for SES- infer word throughout the school performance. Rather, evidence that differences in
differences in meanings from years by using a cross- vocabulary knowledge and the home language
how school-aged sentences sectional sample of reading comprehension environment underlie these
children infer school-aged children. mediate this effect during effects. The results extend
word meanings the school years. These these findings to school-
from sentences. The second goal of this findings echo earlier aged children and
Language study is to use longitudinal studies of word emphasize the benefit that
Learning and mediation analyses to learning in preschoolers, strong vocabulary
Development identify the role different indicating SES does not knowledge and reading
Volume 19, 2023 abilities associated with determine a child’s comprehension skills can
- Issue 4, Pages inferring word meanings likelihood of being able to have upon the ability to
369-385. (i.e., phonological accurately infer the infer word meanings. The
processing skills, meaning of new words, but reason that vocabulary
working memory, that early life experiences knowledge is likely so
vocabulary knowledge, may differentially shape the important to inferring word
and reading skills children have meanings is that
comprehension) may available for taking possessing deeper
have in improving advantage of learning semantic knowledge eases
children’s long-term opportunities (Sabbagh & semantic integration during
ability to acquire robust Henderson, 2013; Shavlik sentence processing,
word knowledge across et al., 2020). allowing for children to
SES. make better predictions
about what will come next
The final goal is to in the sentence.
determine whether the
attributes related to
inferring word meaning
vary in their importance
at different
developmental periods
using conditional
processes (i.e.,
moderated mediation).
23 Cheng, Y., & Wu, The The aim of the present One hundred and Descriptive Vocabulary knowledge, The present study N/A
X. (2017, April Relationship study was to examine forty-nine first statistics and compounding awareness, demonstrated that SES
27). The between SES the concurrent graders (69 girls correlation and homophone awareness exerted its effect on reading
Relationship and Reading mediation effects of and 80 boys) from analysis were significantly correlated comprehension through the
between SES Comprehension vocabulary knowledge two urban with sentence reading indirect path via the simple
and Reading in Chinese: A and morphological elementary comprehension. The mediating effect of
Comprehension Mediation Model awareness on the schools in Shanxi, correlation analysis morphological awareness
in Chinese: A relationship between China were provided evidence to and the three-path
Mediation Model. SES and reading recruited to take support the test of mediating effect of
Frontiers in comprehension. part in the study. mediation model. SES vocabulary knowledge and
Psychology. The mean age exerted its effect on morphological awareness.
https://doi.org/10. was 6.25 years sentence reading The findings add to the
3389/fpsyg.2017. (standard comprehension through the growing literature by
00672. deviation = 0.34 indirect path via the simple highlighting the underlying
years). mediating effect of mechanism by which SES
morphological awareness contributes to reading
and the three-path comprehension across
mediating effect of languages.
vocabulary knowledge and
morphological awareness.
Vocabulary knowledge
partially mediated the
relationship between SES
and morphological
awareness. Additionally,
vocabulary knowledge only
exerted its effect on
sentence reading
comprehension through an
indirect path via
morphological awareness.
The finding suggests that

children from higher SES
families have a higher level
morphological awareness,
that is to say, are more
aware of the word parts
and the homophones,
which in turn contribute to
an increase in their reading
comprehension.
Vocabulary is a mediator
between SES and
morphological awareness,
and morphological
awareness is a mediator
between vocabulary
knowledge and reading
comprehension. This
finding demonstrated that
SES exerted its well-
established influence on
children’s vocabulary
development, which would
offer a foundation for
reading achievement. The
broader and deeper
vocabulary knowledge of
children from higher SES
families provides an
opportunity for them to
develop abstract
understanding of key
morphemes and extract the
structure of compounding
word, and then support the
growth of compounding
awareness in reading
comprehension.
24 Zafar, J.M., Evaluating The Research Objectives Secondary school Mixed-method 1. It is 64.1% of The study concluded that N/A
Somro, I., Effect Of 1. To evaluate the effect head teachers respondents agreed with more than half of
Shahid, N.A., & Socioeconomic of socioeconomic status and SSTs who the statement, 34.1% of respondents agreed with
Ullah, N. (2022, Status On on student English teach English as respondents strongly the statement, some of the
November 2). Students’ language learning. a subject, with an agreed whereas none of respondents strongly
Evaluating The English equal number of the respondent disagreed agreed whereas none of
Effect Of Language Research Questions male and female and Undecided with the the respondent disagreed
Socioeconomic Learning At 1. How the socio- head teachers theme. Overall 98.2% of the and Undecided with the
Status On Secondary economic status is and SSTs. respondents agree with the theme. Overall majority of
Students’ English Level affecting quality of statement communication the respondents agree with
Language English language in English enhances the statement
Learning At learning at secondary English language learning. communication in English
Secondary level? Mean value 4.2969 shows enhances English language
Level. Webology inclination towards agreed learning. It is found that
(ISSN: 1735- standard deviation more than half respondents
188X), Volume 0.agreed and standard agreed with the statement,
19. deviation 0.63445 few of respondents strongly
supported the results. agreed whereas some of
(Table 4.1). the respondent disagreed
and Undecided with the
2. 58.4% of respondents theme. Overall majority of
agreed with the statement, the respondents agree with
15.6% of respondents the statement that
strongly agreed whereas accommodation in big cities
14.1%10.9% of the improves English language
respondent disagreed and learning. It was found
Undecided with the theme. selected majority of
Overall respondents agreed with
74% of the respondents the statement, only few of
agree with the statement respondents strongly
that accommodation in big agreed disagreed strongly
cities improves disagreed and undecided
English language with the theme. Overall
learning .Mean value majority of the respondents
3.7656 shows inclination agree with the statement
towards agreed standard that urban accommodation
deviation 0.88267.agreed improves English language
and standard deviation learning. it was affirmed
supported the results. that
(Table 4.2). some of the respondents
agree with the statement,
• 62.5% of respondents whereas more than half of
agreed with the statement, respondents strongly
10.9% of respondents agreed whereas some of
strongly agreed whereas the respondents disagreed
14.1%9.4 % of the only few of the respondents
respondent disagreed 1.6% strongly disagreed.
strongly disagreed and Overall majority of the
15.6%Undecided with the respondents agree with the
theme. Overall 73.4% of the statement that parental
respondents agree with the communication in English
statement that urban at home supports English
accommodation improves language learning. Mean
English language value shows inclination
learning .Mean value towards agreed and
3.7188 shows inclination standard deviation
towards agreed standard supported the results. The
deviation, agreed and study concluded that
standard deviation majority of the respondents
supported the results. agreed with statements of
(Table 4.3). factor that socioeconomic
status has significant
• 31.1% of respondents impact on English language
agreed with the statement, learning.
60.9% of respondents
strongly agreed whereas
14.1%9.4 % of the
respondent disagreed 1.6%
strongly disagreed and
15.6%Undecided with the
theme. Overall 92% of the
respondents agree with the
statement that parental
communication in English
at home supports English
language learning. Mean
value 4.4531 shows
inclination towards agreed
standard deviation .87159
agreed and standard
deviation supported the
results. (Table 4.4).
• 46.9% of respondents
agreed with the statement,
strongly agreed
whereas4.7 % of the
respondent disagreed 0%
1.6% Undecided with the
theme. Overall 93.8% of the
respondents agree with the
statement that English book
reading apart from course
strengthens English
value 4.3594 shows
standard
deviation .74252agreed
and standard deviation
supported the results.
(Table 4.5).
strongly agreed
whereas4.7 % of the
theme digital or electronic
devices and online
resources improve English
language learning. Overall
90.7% of the respondents
agree with the
statement .Mean value
4.1406 shows inclination
towards agreed standard
deviation .66350 agreed
(Table 4.6).
strongly agreed
whereas4.7 % of the
theme Discussion in
English with peers and
playmates enhance English
language learning. Overall
89% of the respondents
agree with the
(Table 4.7).
• 75% of respondents
strongly agreed
whereas46.3 % of the
theme that Listening long
sentences make it difficult
to remember. Overall
89.1% of the respondents
agree with the
(Table8).
strongly agreed whereas
5.81% of the respondent
disagreed, 0.685% strongly
disagreed and
theme. Overall 81.87% of
the respondents agree with
the statements that above
mentioned factors
regarding socioeconomic
status effect on English
value 4.75 shows
standard deviation 776
agreed and standard.
25 Burns, M. (2016). Measuring The 1. Is there a difference Fourth grade Quantitative Data showed that using the The current study found Future research should
Measuring The Effect Of in the number of words students at Viking lexicon enhancement that students of lower SES focus on examining the
Effect Of Vocabulary learned between Elementary program the lower SES knew a similar amount of effects of SES on
Vocabulary Instruction On students of lower and School and Kelly students learned at the vocabulary words before vocabulary learning in
Instruction On Reading higher socioeconomic Elementary same rate as the higher and after intervention. Past younger age groups. It
Reading Comprehension: status in the fourth School during the SES students. The data did studies have also shown a will be useful for future
Comprehension: Comparing grade? 2015-2016 school not reveal a gap between widening academic gap research to use students
Comparing Students Of 2. Is there a difference year. the lower and higher SES between students known as with different
Students Of Lower And in the amount of general students widening over the the Mathew Effect (Duff, demographic
Lower And Higher vocabulary abilities in year, which is also Tomblin, & Catts, 2015). characteristics in order
Higher Socioeconomic lower versus higher suggested in the literature. Results from the non- to establish the external
Socioeconomic Status socioeconomic The idea of a gap widening researcher designed validity of these findings
Status. Theses students? between socioeconomic posttests (MAP scores) this in the general
and 3. Is there a difference classes as students get study used suggest that the population.
Dissertations. in the reading older is referred to as the gap that exists between
2000. comprehension scores Mathew Effect (Stanovich, students of differing
in lower versus higher 1986). socioeconomic classes can
socioeconomic be decreased substantially,
students? The results of the study if not closed. Students who
show that following the were in the lower SES
vocabulary intervention, the group scored lower on
lower and higher SES pretest Reading RIT
groups scored similarly on measures when compared
the Vocabulary RIT to students of higher SES.
resulting in a nonsignificant This difference did not exist
difference between the two on posttest measures,
groups. There was a which suggests that
significant difference students who belonged to
between the intervention the lower SES were able to
and control groups on the “catch up” to the higher
posttest Vocabulary RIT. preforming students in the
This finding suggests that higher SES group.
the lexicon enhancement
program does improve
general vocabulary
knowledge, as measured
by the Vocabulary RIT, in
both students of lower and
statuses.
26 Irvin, S. and Vocabulary & The purpose of this Thirty- nine Quantitative 1. The investigators Findings in the present Future research should
Blankenship, K. Academic study is to examine the students at a four- analyzed data on a different study do not seem to examine these concepts
G. (2022) Success in relationships between year university scale of maternal parallel other research with a demographic that
Vocabulary & University Under socioeconomic status education. When education concerning students' SES includes an equal
Academic Undergraduate and vocabulary below and their academic distribution of sex, a
Success in Students knowledge with word bachelor’s was merged into success. Past research wider variety of student
University learning and academic a single group, there was shows a relationship majors, a more racially
Undergraduate achievement. still no significant between SES or maternal and ethnically diverse
Students. correlation between education and academic participant pool, and a
Teaching and 1. Does maternal maternal education and achievement. However, the larger number of
Learning in education affect PPVT, r = 0.23, p = .17. results from this study do participants to have a
Communication students’ vocabulary Students whose mothers not support this more representative
Sciences & knowledge? (Hypothesis had at least a bachelor’s relationship. There was no sample of a greater
Disorders: Vol. 6: one: There will be a degree did not have relationship between population of students.
Iss. 2, significant positive significantly higher parent's degree attainment Future research should
Article 6. correlation between vocabularies. There was no and vocabulary, a also follow a larger
maternal education and support for the first significant factor of demographic of students
standardized scores on hypothesis. academic achievement. longitudinally to
the Peabody Picture There was also no direct investigate early
Vocabulary Test, 4th 2. A Pearson correlation relationship between education achievement
edition [PPVT-4; Dunn was used to find a maternal education and and early language
& Dunn, 2007].) moderate positive GPA (r =.11, p = .54). development’s
correlation between GPA Comparable results relationship with
2. Does vocabulary and PPVT scores, r = .55, p surfaced in a previous university level
knowledge, as < .001. Figure 2 presents study that found that achievement and
measured by the PPVT, the relationship between parental level did not vocabulary knowledge.
affect academic overall grade point average correlate with achievement
performance in and standardized receptive for first-year college
university students? vocabulary scores. This students (Schlechter &
(Hypothesis two: There finding supports the Milevsky, 2010).
will be a significant hypothesis that participants
positive correlation with higher PPVT-4 scores
between standardized had higher undergraduate
scores on the PPVT- GPA,
4and GPA.) suggesting that stronger
language skills (i.e.,
3. Does vocabulary vocabulary) are related to
knowledge as measured better academic success.
by the PPVT affect
students’ ability to learn 3. The findings suggest that
words? (Hypothesis participants with higher
three: There will be a vocabulary knowledge as
significant positive measured by the PPVT-4
correlation between achieved greater word
standardized scores on learning in an experimental
the PPVT-4 and gain vocabulary task as
scores on vocabulary measured by gain scores.
learning measure.)
27 Nederlanden, S. Socio-economic 1. When do we observe 562 participants Quantitative This study found no No effects of the SES Future research is to
J. D., Schaeffer, status and other the first effects of SES were drawn from evidence of an effect of the elements parental explore SES-effects in
J., Van Bakel, H. potential risk on language the longitudinal SES elements parental education or financial individual language
H. J. A., & Dirks, factors for development? Baby 2020 study education or financial security were found on domains.
E. (2023, language by the NSDSK security on the language language development
October 4). development in 2. What are the effects (Dutch development of infants before the age of 13
Socio-economic the first year of of gestational duration, Foundation for the aged between 8 and 13 months in our sample of
status and other life parent-child interaction Deaf and months old. However, in mostly mid to high SES
potential risk and stress on early Hearing-impaired line with our hypothesis, infants. As for factors that
factors for language development? Child) and the corrected age and parent- have been linked to SES in
language Tilburg University child interaction did emerge previous studies, corrected
development in on infants born as significant predictors of age and parent-child
the first year of around the first language abilities. The interaction were found to
life. Journal of Covid-19 study also found no relation predict early language
Child Language. lockdown in the between parents’ perceived development. While not
https://doi.org/10. Netherlands and negative impact of Covid- related to parental
1017/s03050009 their parents. 19 on their parenting and education or financial
23000478. children’s language security in this study,
abilities. A possible previous research has
explanation for these linked both of these factors
results may be that most to SES. Stressful life events
parents were forced to work were not related to
from home during this time language outcomes, except
period, which potentially for those categorized as
increased the opportunity to ‘other’, which had a small
spend time together with positive correlation with
their children. language score.
Gestational duration
positively influenced
language development, but
not when controlling for
corrected age. This
demonstrates that
corrected age is a more
accurate predictor of early
language development than
gestational duration.
28 Cao, Y. (2023). Socioeconomic The purpose of this Not specified Qualitative The study's results indicate This research underscores N/A
Socioeconomic Status and its study is to explore how a significant correlation the significant impact of
Status and its Impact on SES influences the between Socioeconomic Socioeconomic Status
Impact on Receptive development of Status (SES) and the (SES) on the development
Receptive Vocabulary and receptive vocabulary development of receptive of receptive vocabulary and
Vocabulary and Executive and executive functions vocabulary and executive executive functions in
Executive Function in in young children. functions in young children. young children, highlighting
Function in Young Children Children from lower SES a critical area of focus for
Young Children. backgrounds showed both educational
Journal of notably smaller receptive practitioners and
Education and vocabularies and weaker policymakers. The clear link
Educational executive functioning skills between lower SES and
Research compared to their higher reduced cognitive and
ISSN: 2957-9465 SES counterparts. This language development
Vol. 6, No. 3, disparity was evident from abilities emphasizes the
2023. a young age and tended to urgency of addressing
persist, suggesting that these disparities from early
early childhood is a critical childhood.
period for intervention. The
findings support the theory
that limited access to
resources, less stimulating
home environments, and
higher exposure to stress in
lower SES households
adversely affect cognitive
and language development.
These factors contribute to
a cycle where children from
disadvantaged
backgrounds face
educational challenges,
further widening the SES
gap.
29 Pettigrew, E. J. A Study of the 1. Are there differences Students in a rural Quantitative The findings presented as a There was a statistically 1. Additional longitudinal
(2009). A Study Impact of in 8th grade TCAP school district in part of this investigation significant difference with a studies need to be
of the Impact of Socioeconomic scores for math based East Tennessee highlighted an unfortunate small effect size in the undertaken to track the
Socioeconomic Status on on school location who were eighth truth that even as society mean number of math impact of socioeconomic
Status on Student (School A, School B, graders during the continued to make great items answered correctly status on a student’s
Student Achievement in School C, and School 2006-2007 strides to lessen the between students who entire school career.
Achievement in a a Rural East D), socioeconomic academic school negative impact of were and were not
Rural Tennessee status (students who year and who had socioeconomic status on a economically 2. A future study could
East Tennessee School System were economically taken the TCAP child’s existence, academic disadvantaged. Five track the success of
School System. disadvantaged and achievement tests achievement continued to percent of the variance in students who were
Electronic those who were not and writing be greatly affected by the number of math items involved in such a
Theses and economically assessment financial factors well answered correctly was program.
Dissertations. disadvantaged), and the beyond the student’s accounted for by
Paper 1844. interaction between control. The current socioeconomic status. 3. A study that includes
school and research examined the interviews of students,
socioeconomic status? impact on a variety The findings of the F test administrators,
of standardized tests using for the school by educators, and parents
2. Are there differences quantitative statistical socioeconomic status test could provide enormous
in 8th grade TCAP methods and found that low showed no insight regarding how
scores for language arts socioeconomic status significant interaction and economic status impacts
based on school (students classified as the two-way ANOVA educational
location (School A, economically showed no significant advancement.
School B, School C, and disadvantaged) negatively difference in the means
School D), influenced academic among the schools; 4. The study should be
socioeconomic status achievement. however, as with the math expanded to include
(students who were test, the language arts test school systems across
economically revealed a significant the state.
disadvantaged and difference in the mean
those who were not number of items answered 5. Studies of the
economically correctly between students educational attitudes of
disadvantaged), and the who were and were not poverty stricken families
interaction between economically should be undertaken to
school and disadvantaged with assess the impact of
socioeconomic status? socioeconomic status parental attitude and
accounting for 3% of the involvement on
3. Are there differences variance in the number of achievement.
in 8th grade TCAP language arts items
scores for social studies answered correctly.
based on school
location (School A, The results of the F test for
School B, School C, and the school by
School D), socioeconomic status
socioeconomic status interaction were not
(students who were significant. Nevertheless,
economically the two-way ANOVA
disadvantaged and showed there were
those who were not significant differences in the
economically number of social studies
disadvantaged), and the items answered correctly
interaction between among the schools and
school and between students who
socioeconomic status? were and were not
economically
4. Are there differences disadvantaged. Although a
in 8th grade TCAP statistically significant
scores for science difference did exist, the
based on school practical effect size was
location small in both instances.
(School A, School B,
School C, and School The results of the F test
D), socioeconomic showed no significant
status (students who interaction term. On the
were economically other hand, the two-way
disadvantaged and ANOVA test revealed a
those who were not significant difference in the
economically mean number of science
disadvantaged), and the items answered correctly
interaction between among the schools. A
school and significant difference was
socioeconomic status? also found in the number of
items answered correctly
5. Are there differences between students who
in 8th grade TCAP were and were not
scores for writing economically
assessment based on disadvantaged.
school location (School Socioeconomic status
A, School B, School C, accounted for 3% of the
and School D), variance in the number of
socioeconomic status science items answered
(students who were correctly.
economically
disadvantaged and The results of the F test
those who were not exposed no significant
economically status interaction. The two-
disadvantaged), and the way ANOVA showed no
interaction between difference in the mean
school and writing scores between
socioeconomic status? students who were and
were not economically
disadvantaged and a
significant difference in the
mean writing test scores
among the schools.
30 Perez, A.D. & Multiple-Level This study was Grade 11 Mixed- With regards to the Senior high school students A broader study scope
Perez, L.B. Vocabulary conducted to assess students of methods Recognition Level alone, perform poorly across all (i.e., covering all levels
(2024). Multiple- Knowledge the multiple-level Manaoag National research out of the 203 respondents, multiple levels of of the basic education
Level Vocabulary Among vocabulary knowledge High School (MMR) on average, only 69.10% vocabulary knowledge. curriculum, multiple
Knowledge Senior High- of senior high school seniors methodology admitted to having Since the words used in the mother national high
Among School Students students, determine encountered the words. assessment were identified schools, etc.) would
Senior High- the limiting factors From there, of the by their very own teachers provide a more
School Students. that hinder vocabulary respondents who as being expected of them, comprehensive picture
Puissant, 5, development, and answered, they countered the senior high school of students' multiple-
1201-1221. propose a vocabulary the words; only around students fail on these level vocabulary
enhancement material 46.60% of them have expectations. knowledge. A closer
to address and confidence in the meaning examination of the
augment the needs of of the words. In total, the Concerning the limiting curriculum of Senior
senior high school recognition level received a factors that impede High Schools could also
students. mean of 57.85. These students' vocabulary be conducted to
particular results came from knowledge, it is revealed determine the specific
the first two questions of that all four aforementioned reasons why they
the test lets and are factors do impede perform below the
indicative of the exposure vocabulary knowledge, expectations of their
of the students with regards albeit to varying degrees. teachers.
to the English language, The analysis of the four (4)
revealing that even with factors (attitude,
their grade levels, they socioeconomic, social, and
have very minimal extracurricular) reveals how
exposure to words that these factors affect their
should have already been overall opportunity and
fully incorporated into their motivation to participate in
vocabulary repertoire. vocabulary development
activities. More compelling
Furthermore, even though is how, in the process of
some students managed to attempting to comprehend
correctly choose the the limiting factors, the
General Association, the respondents revealed
exact meaning, and the several opportunities, which
classification of the words, were then capitalized on
they still do not express through the design of the
confidence in their vocabulary enhancement
knowledge of the words. material.
This is evident by the fact
that the lowest mean was
for the second question of
the testlets. While a lot of
factors may
be relevant to the current
state of their expression of
confidence in their
vocabulary knowledge, the
results also surmise the
general perception of the
students with regards to
vocabulary knowledge
development, and by
extension, English
language learning; that
such an endeavor is difficult
and cannot be easily
mastered.
As the results covered the

words chosen by the expert
validators, it can also be
surmised that improving the
tool via the inclusion or
exclusion of more words
would constitute an even
more substantial and
concrete view of their
multiple-level vocabulary
knowledge.

Group 9 Literature Matrix Edited

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Group 9 Literature Matrix Edited

Uploaded by

Copyright:

Available Formats

“Parents’ Socioeconomic Status and Vocabulary

The final hypothesis of the

The finding suggests that

As the results covered the

You might also like